Please enable JavaScript.

Coggle requires JavaScript to display documents.

Applied Linguistics and Language Teacher Education: What We Know, Ricardo…

- - - - Can change novice teachers conception about language and language teaching
        
        Teachers feel that AL courses are important for their professional development, as they enhance their ability to identify and work on issues regarding LT
        
        While it seems that KAL may be able to help teachers improve their teaching, it doesn't seem to be a necessary condition for good teaching
        
        Teachers usage of KAL is not straightforward, in some cases, it didn't prepare them to help them in doing related teaching activities.
        
        Due to constrains in classroom contexts, the transfer of KAL becomes difficult
        
        KAL Transfer difficulty also comes into play if incompatible with
        
        3 more items...
- - - - When there is similarity between practice and activities, there is less variability of KT among the learners, making it a more equal opportunity learning experience than contexts where there is less similarity
- - - - Teachers' lack of exposure to using KAL in teaching contexts made it difficult for them to use their KAL to make quality grammar lessons
        
        Intensive work over a significant period of time using KAL to work on classroom problems is important for transferring KAL to use in the classroom
        
        Teachers who worked intensively reported gains in their knowledge of language and conceptions of TL, this was not the case for teachers who only attended workshop that presented findings of a study the other teachers had engaged in
        
        It's only through teaching and preparing lessons, not explicit AL instruction, where teachers gained expertise in using their KAL for teaching
        
        Teachers of AL need to be aware that language teachers use a variety of ways to learn the KAL in their classes
        
        It's not teaching experience what had the most impact on the development of a teacher expertise, but the willingness to consistently reinvest their time in learning more about their teaching
        
        1 more item...
- - - - Humans deal with this bottleneck by acquiring large amounts of domain specific information, specially schemata about the activities they engage in
        
        This allows people to recognize important information which does not require much working memory rather than calculating what information is important and what it means
        
        This is known as "Knowing-in-action"
        
        "knowledge-in-action" is acquired through "reflection-in-action"
        
        RiA is figuring out what one is doing while engaged in an activity
        
        Expertise is gained by solving both problems of procedure and problems of understanding within a particular practice
- - - - Teachers can use KAL to investigate and solve specific teaching problem if they develop the skill and schemata to use a KAL in a different teaching contexts